Examination of factors that contribute to a sustained commitment to the teaching profession suggests that motivation is influenced by nationality, socioeconomic background, gender, and point in time. In general, minority teachers come from lower socioeconomic backgrounds and have greater access to teaching than to some other professions. Rewards and incentives play a key role in the level of satisfaction that teachers derive from their work. Teachers in general garner more satisfaction from intrinsic rewards, such as the fulfillment of having successfully contributed to the development of a child, than from extrinsic rewards such as compensation and position. However, differences exist among ethnic groups in general satisfaction: receipt of various types of rewards, orientation towards colleagues and individuals in authority positions, and desire to teach certain types of children. A significant indicator of teacher job satisfaction is length of service. Differing perceptions among ethnic groups with regard to discipline problems, the ability to achieve one's ideals, and potential burnout influence the decision to enter and remain in teaching. (IAH)